Home time
CEF
KEY LEARNING OUTCOMES
Students will be able to:
■
■
talk about houses and rooms using There is/There
are
■
name different food and drink
■
make and reply to offers
talk about quantities with some, any, a/an
■
write a short description of a place
DIGITAL OVERVIEW
UNIT OVERVIEW
Aa
Bb
Vocabulary
Reading
Grammar in
context
Aa
Bb
Rooms
Furniture
PRONUNCIATION Word stress
Studying abroad
Critical thinking Evaluating a good
place to study and live
Presentation Kit
▶ Flipped classroom video Unit 4: Prepositions of
Vocabulary Tool
place
▶
Life skills video Unit 4: Following a recipe
▶
Vocabulary tool: Rooms; Furniture;
Food and drink
Vocabulary Tool
There is/There are
Prepositions of place
▶
Interactive versions of Student’s Book activities
▶
Integrated audio and answer key for all activities
▶
Workbook pages with answer key
Food and drink
Vocabulary
Physical well-being: Choosing
healthy food
Life skills
Teacher’s Resource Centre
▶ Flipped classroom video Unit 4: Prepositions
of place
▶
Life skills video Unit 4: Following a recipe
▶
Grammar communication activity Unit 4: There’s
a(n) ... / There are some ...
▶
Worksheets for this unit, including:
– Grammar Practice worksheet Unit 4
– Flipped classroom video worksheet Unit 4: Prepositions of
place
– Literature worksheet Units 3 and 4
– Culture worksheet Unit 4
– Life skills video worksheet Unit 4
– Everyday English worksheet Unit 4
Following a recipe
Listening
Grammar in
context
Countable and uncountable nouns
some, any, a/an
Making and replying to offers
Developing
speaking
A description of a place
Gateway 2nd Edition wordlist for the award-winning
Sounds App (available for download)
Developing
writing
Exam success
Student’s App
Reading: Matching titles and
paragraphs
Use of English: Completing the
dialogue
TESTING AND ASSESSMENT
Resources for exam preparation and measuring student progress
▶
72
Test Generator Units 1–4
▶
Printable test Unit 4
▶
Gateway to exams Units 3 and 4
(end of Unit 4)
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Home time
Vocabulary p48
Aa
Bb
Talking about your home, your room and your
furniture
Fast track
You could ask students to do exercises 1 and 3a at home
so that less confident students are prepared for these
activities. Students could also draw a simple plan of their
house or flat in preparation for doing exercise 5 in class.
WARMER
Ask students to look at the unit title Home time and
the images and predict what they think the unit is
going to be about: rooms and houses. Draw a room
on the board with a window and door. Then write
these words on the board – ceiling, window, door,
wall, floor. In pairs, ask students to label the room.
Brainstorm words related to homes: room, house,
apartment, neighbour and elicit rooms in a house.
Tell them to turn to page 48 exercise 1 to see if they
have thought of the same rooms.
TEACHER DEVELOPMENT: pronunciation
/ɪ/ and /aɪ/
Since the spelling of the short /ɪ/ and the long /aɪ/
is often the same, students often confuse these two
sounds. Point out that although the i is the second letter
of both living room and dining room, the pronunciation
of i in these words is different: /ɪ/ living /aɪ/ dining. Say
both words for the students emphasising that the stress is
on the first syllable in both words, but the pronunciation
of the i is different. In pairs, students practise saying both
words. Ask students to practise saying kitchen, too.
Furniture
3aIn pairs, students match the objects (a–l) in the picture
with the words. Ask students to compare their answers
with the pair of students working next to them before
you check in open class.
Vocabulary Tool
Answers
a sofa b radiator c shelf d table e chair
f cupboard g toilet h sink i wardrobe j bath
k fridge l bed m shower
Fast Finishers
Students make a list of other objects they can find
inside a house, e.g. clock, desk, lamp, TV, etc. Ask
them to share the words on their list with the student
next to them when everyone has finished exercise 3a.
35 Play the track for students to listen and repeat.
3b
Highlight the silent letter p in cupboard
/ˈkʌbə(r)d/ and elicit the plural form of shelf (shelves).
Write this on the board for students to record in their
notebooks. See p166 for the audioscript for this
exercise.
Rooms
1 In pairs, students match the rooms (1–6) with the words.
Vocabulary Tool
Answers
1 bedroom 2 bathroom 3 living room
4 hall 5 kitchen 6 dining room
34 Play the track for students to listen and
2aPRONUNCIATION
have students mark the word stress in each word with
a circle. Draw students’ attention to the example, and
demonstrate bathroom with the correct word stress. See
p166 for the audioscript for this exercise.
Answers
°
°
°
°
be droom, di ning room, hall, kitchen, li ving room
34 Play the track for students to listen again. In
2b
pairs, students practise saying the words with the correct
stress.
36 Tell students they are going to listen to
4 Listening
somebody describing a similar flat to the one in exercise
1. Play the track for students to listen and circle six
differences in the picture. Elicit full sentences to describe
the five differences from students around the class. See
p166 for the audioscript for this exercise.
Answers
1 In the picture, the living room has two sofas and one
chair. In the Listening, the living room has one sofa
and two chairs.
2 In the picture, the cupboard in the dining room has
only got two doors. In the Listening, the cupboard has
three doors.
3 In the picture, the bathroom has got a bath. In the
description in the Listening, the bathroom hasn’t got a
bath.
4 In the picture, the bedroom hasn’t got shelves. In the
Listening, the bedroom has got two shelves.
5 In the picture, the kitchen has got a small fridge. In the
Listening, the kitchen has got a big white fridge.
6 In the picture, there is a table and four chairs in the
kitchen. In the Listening, there is no table or chairs.
5aStudents draw a simple plan of their house or flat and
mark where the furniture in exercise 3a is. Emphasise
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to students that it shouldn’t take them more than five
minutes to draw the sketch. Each piece of furniture does
not need to be drawn in detail.
5bSPEAKING In pairs, students show each other their plan and
explain it to their partner. Draw students’ attention to
the example, and encourage them to use have got to
describe what furniture each room has.
Extra Activity
In pairs, students write questions using the present
simple about rooms in a house, e.g. Where do you
sleep? Where do you do your homework? Where do
you eat breakfast? Where do you watch TV?, etc.
Students swap partners with another pair and take
turns to ask and answer the questions.
Homework
Assign students page 34 in their Workbook or the
relevant sections of the Online Workbook.
Reading p49
Understanding a text about studying abroad
Fast track
You could ask less confident students to answer the
question in exercise 6 at home in preparation for the
speaking activity.
WARMER
In pairs, students say two true sentences and one false
sentence to describe their home using have got, be
and the present simple. Their partner guesses which is
the false sentence. Model this activity first, e.g.
I’ve got a wardrobe in my bedroom. ✓
My kitchen is very big. ✗ I work in the living room. ✓
1 In pairs, students describe the photos. Elicit descriptions
from students around the class. Write boarding school
on the board. Ask students if they know what a boarding
school is and elicit ideas about boarding school life.
Suggested answers
Photo 1: A girl is in her room. She’s got a laptop and a
desk. She’s got a notice board on her wall. She is happy.
Photo 2: I can see three girls with their food. They are
smiling. They are at school.
Cultural information
British boarding schools
A boarding school is a private residential school.
Students live in dormitories or resident halls on the
school’s campus. Many boarding schools around the
world are modelled on British boarding schools. Students
learn, live, do sport, exercise and play together in a
communal setting under adult supervision. Boarding
school students follow a structured day in which classes,
meals, sport, study times, extracurricular activities and
free time are timetabled for them.
74
British boarding schools have three terms a year,
approximately 12 weeks each, with a week’s half-term
break each term. Students are expected to go home
during the holidays as the schools usually close. Being
away from home and learning to cope can give children
confidence and independence, but they are expensive
and being separated from family and friends can be
difficult for some boarders.
TEACHER DEVELOPMENT: Student training
Matching titles and paragraphs
Asking students to match the titles to paragraphs in a
text is a common type of reading question in official
examinations. Often the main idea and answer are in
the title or topic sentence and there are similar words
(synonyms) in the paragraphs and paragraph headings
to help students match titles to paragraphs. However,
they still need to read the text carefully to check. Remind
students that if a match is not immediately obvious,
they should move on to the next one. If they are unsure
between two answers at first, tell them to note both of
them down. They can eliminate one answer later if it fits
another paragraph better.
2 Reading Ask students to match the questions with the
correct parts of the text.
Answers
1 e 2 c 3 d 4 a 5 b
Exam success Students discuss why it is useful to read
the whole text before matching titles to the text sections
in reading exercises. Tell them to turn to page 151
(Reading: Matching titles and paragraphs) to compare
their ideas.
3 Ask students to read the text again and say if it
describes the same place as in the photos. Ask students
to give reasons for their answers. In pairs, students
compare their answers before you check in open class.
Example answers
Yes, because it describes a room with a desk, a window
and a notice board.
Yes, because there are three girls choosing their food in
a school canteen.
4
CRITICAL THINKING Individually, students think
about whether this is a good place to study and live,
from the photos and description and give reasons
why or why not. In a less confident class, write these
sentences prompts on the board:
I think it looks like a good/bad place to live because
... . In the photos, I can see ... . I really like the idea ...
. I would like to study there because ... .
Ask students to compare their ideas with the rest of
the class.
Example answers
I think it looks like a good place to live because you are
always with your friends and you have everything you
need for studying.
I wouldn’t like to study there because I like my house,
family and friends. I think the rooms are small and you
are always with other people.
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Home time
TEACHER DEVELOPMENT: STUDENT TRAINING
Critical thinking
Critical thinking is required to navigate the ever-complex
environment in which students live. Students who are
competent in not only the basics of content areas but
also the basics of productive and creative thinking will
be lifelong learners, knowledge creators and problem
solvers who can live and work effectively in a world of
constant change.
Critical thinking comprises a number of different skills
that help us learn to make decisions. To think critically
about an issue or a problem means to be open-minded
and consider alternative ways of looking at solutions.
Teenagers know how to access and locate, interpret
and apply information, but if they don’t invest time in
evaluating the information they use, their efforts often
result in a low-quality product. Key critical thinking
skills are reasoning; teenagers are able to explore the
implications of information, explain what they think and
give reasons for their opinions, and flexibility; teenagers
can take what they learn in one situation and transfer it to
another situation.
5 Encourage students to match the underlined words in
the text with the definitions.
Answers
1 enormous 2 stuff 3 inconvenient 4 in the corner
5 together 6 boarding school 7 accommodation
8 en suite 9 dishes 10 cooker
6 SPEAKING What about you? Divide the class into pairs or
small groups and ask them to discuss if they would like
to study abroad one day and say why or why not. In a
less confident class, give students time to prepare their
answers in written form before doing this as a speaking
activity. Elicit some answers from different pairs/groups
and try to create a discussion in open class.
Example answers
Extra Activity
Students find more vocabulary items to add to their
list about rooms and furniture: desk, window, lamp,
shower, notice board, bookshelves.
Homework
Assign students page 35 in their Workbook or the
relevant sections of the Online Workbook.
Grammar in context pp50–51
Talking about houses and rooms using There is/There
are and prepositions of place
Fast track
You could ask students to do exercises 1 and 2a at home.
You could play the track in exercise 2b for students
to check their answers and repeat the words at the
beginning of the lesson.
Test before you teach
Write a list of classroom objects on the board, some
of which are in your classroom and some of which are
not. Try to include both singular and plural nouns, e.g.
pencils, poster, desks, door, window, board rubber,
computers, DVD player. Ask the students if there are the
objects in the classroom: Are there pencils? Is there a
poster? Students answer: Yes, there are. No, there isn’t.
Then write gapped sentences on the board e.g. There
____ pencils. There ___ a poster. Elicit what words are
needed to complete the gaps. If students already have a
good knowledge of the structure, move quickly through
the first exercises in class.
There is/There are
I’d like to study abroad because you can learn a new
language and experience new customs, food, art, music
and politics.
I wouldn’t like to study abroad because I would miss my
family and friends.
1 Ask students to look at the sentences and answer the
questions.
TEACHER DEVELOPMENT: language
2aAsk students to look at the picture and complete
the sentences with is, isn’t, are or aren’t. Check their
answers.
would like to
The term lexis is a common word these days and
represents a wider concept than vocabulary – typically
lists of individual words – and consists of collocations,
chunks and formulaic expressions. Recognising certain
grammar structures as lexical items means that they can
be introduced much earlier, without structural analysis.
I’d like to isn’t taught as the conditional but as a chunk
expressing desire and can be introduced lexically
relatively early on.
Answers
a 1, 2, 6 b 3, 4, 7 c 1, 3 d 2, 4, 5, 6, 7
e 5 f 6, 7
Answers
1 is 2 aren’t 3 are 4 isn’t 5 aren’t 6 are
7 is 8 isn’t 9 are 10 isn’t
37 Play the track for students to listen, check and
2b
repeat. See p166 for the audioscript for this exercise.
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TEACHER DEVELOPMENT: language
TEACHER DEVELOPMENT: language
There is/There are
Prepositions of place
We use There is/There are to say things or people exist,
often in a certain place. We don’t usually stress there,
is or are. We do stress isn’t and aren’t in negatives and
short answers.
Contracted forms make words easy to say. We write
and say the contracted forms there’s/there isn’t/there
aren’t in informal speech and writing. However, adding
another -re to there to create ‘there’re’ produces a word
that is difficult to pronounce. As well as being difficult
to pronounce (native speakers say ‘ther-ur’ and ‘therr’)
‘there’re’ is not often seen in written English.
3 Ask students to complete the questions and short
answers about the picture, using there is, there are.
Answers
1 Are there three pizzas? No, there aren’t.
2 Are there three chairs? Yes, there are.
3 Is there a burger? No, there isn’t.
4 Is there a radiator? Yes, there is.
5 Are there shelves? Yes, there are.
6 Is there a cupboard? Yes, there is.
4 SPEAKING Memory test! Divide the class into A and B
pairs. Ask Student A to close their books. Student B ask
questions about the picture to see if their partner can
remember. After four questions, students swap roles.
Draw students’ attention to the model dialogue. Walk
round, making sure students are on task and helping
with any language difficulties.
Test before you teach: Flipped classroom
Set the Flipped classroom video and tasks for
homework before the lesson. This will allow you
to assess the needs of the students before the class.
Students can then move on to the relevant grammar
practice activities.
Prepositions of place
5 Ask students to look at the sentences and match them
with diagrams a–h to show they understand the meaning
of the prepositions.
Answers
2 e 3 a 4 g 5 b 6 d 7 h 8 f
Prepositions of place are used to show the position or
location of one thing with another, usually to answer the
question Where?
behind/in front of
Behind is the opposite of in front of. It means at the back
(part) of something.
next to
Next to usually refers to a thing (or person) that is at the
side of another thing. Another way of saying next to is
beside.
near
Near is similar to next to/beside, but there is more of a
distance between the two things. Another way of saying
near is close.
on
On means that something is in a position that is
physically touching, covering or attached to something.
in
We use in to show that something is enclosed or
surrounded.
above
Above refers to something being directly (vertically)
above you. Over has a similar meaning.
under
Under means at a lower level – something is above it.
Below has a similar meaning.
Sometimes we use the word underneath instead of under
and beneath instead of below. There is no difference in
meaning, but they are less frequently used.
6 Ask students to look at the pictures and choose the
correct alternative. Elicit answers from different students
around the class.
Answers
1 in 2 in front of 3 under 4 on 5 behind 6 near
7 on 8 above
7aStudents use the prepositions to write five sentences
about the position of objects in the pictures in exercise
6. Remind students to make two sentences false. Draw
students’ attention to the examples. Ask students to
compare in pairs before you check their answers.
7bSPEAKING In small groups, students take it in turns to read
out their sentences for others to identify the false ones.
Extra Activity
In small groups, students write at least three true/
false questions about their Gateway Student’s Books
using There is/There are and prepositions of place.
Write a couple of examples on the board:
There is a glass of orange juice next to a burger on
page 52. (true)
There are photos of four famous people on page 85.
(false)
Students swap their quizzes for other groups to do.
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Home time
Refer students to the Grammar reference on page 58 if
necessary.
Homework
Assign students page 36 in their Workbook or the
relevant sections of the Online Workbook.
Vocabulary p51
Aa
Bb
Naming different food and drink
Fast track
If students are familiar with the target vocabulary, ask
students to write the categories in exercise 2 as headings
for four columns. Play the track in exercise 1c for students
to repeat and write the words in the correct columns. You
could then go directly to exercise 3.
Food and drink
1aIn pairs, students find types of food and drink in the box
in the pictures. Tell them to use the words in the box to
help them.
Vocabulary Tool
Answers
1 chicken 2 pizza 3 biscuit 4 orange juice
5 tomato 6 strawberry 7 chips 8 yoghurt
9 banana 10 cake 11 honey 12 tea 13 milk
14 burger 15 sugar 16 egg 17 bread 18 butter
19 salad 20 meat
1bStudents use their dictionaries to check that they
understand all the words in the box.
Fast Finishers
Ask students to mark the word stress on the words in
exercise 1a.
Answers
apple, banana, biscuit, bread, burger, butter, cake,
cheese, chicken, chips, coffee, egg, fish, honey,
ice cream, jam, lemonade, meat, milk, orange juice,
pizza, salad, salt, strawberry, sugar, tea, tomato, water,
yoghurt
38 Play the track for students to listen and repeat.
1c
Highlight the silent letter u in biscuit /ˈbɪskɪt/ and the
long /iː/ sound in cheese. See p166 for the audioscript
for this exercise.
TEACHER DEVELOPMENT: pronunciation
The /ʤ/ sound
Some nationalities have trouble saying the soft /g/ and /j/
sounds and find saying words like orange juice difficult.
Soft /g/ and /j/ sounds are pronounced the same in
English, e.g. /ʤ/. Soft /g/ is in words like giant, giraffe,
age and large and /j/ (pronounced the same way) is
found in words like juice and reject. The j sound /ʤ/ and
ch sound /ʧ/ are the only affricate sounds in English.
In a sequence of identical affricates, no special linking
occurs and the sounds are pronounced twice in a row.
Therefore, in the phrase orange juice, the j sound should
be pronounced twice.
A good way to help students is to tell them to add the
/d/ sound right before /j/ and /g/ because it helps shape
the mouth to make pronunciation easier.
2 Ask students to say which words in exercise 1 are types
of fruit, drinks, sweet or dairy products.
Answers
atypes of fruit: apple, banana, strawberry, orange
bdrinks: coffee, lemonade, milk, orange juice, tea,
water
csweet: biscuit, cake, honey, ice cream, jam, sugar
ddairy products (made from milk): butter, cheese, ice
cream, milk, yoghurt
3 SPEAKING In pairs, students take it in turns to find out which
food and drink their partner likes and dislikes. Draw
students’ attention to the model dialogue.
Extra Activity
Students think of at least one more item for each
category in exercise 2.
Homework
Assign students page 37 in their Workbook or the
relevant sections of the Online Workbook.
Gateway to life skills pp52−53
Choosing healthy food
To learn how to read food labels, to think about our food
choices and to analyse what we eat and decide if it is
healthy or not
Fast track
You could ask students to do exercises 1 and 2 for
homework in preparation for the lesson.
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BACKGROUND information
Research shows that the intake of saturated fat, salt and
sugars in teenagers’ diets is above recommended levels
and that they have low intakes of some key vitamins
and minerals. Research has linked poor diet to poor
performance in schools. One statistic shows maths
performance overall in the US to be behind that of many
other nations and the typical fast food diet or pizza,
burgers, chips and fizzy drinks could be one cause.
In the UK like in the US, the recommended average of
five fruits and vegetables per day is not being met by
most teens. In the 11–18 age group, only 1 in 13 girls
are getting their five-a-day. They eat on average 2.7
portions a day, while boys fare a little better consuming
3.1 portions a day.
WARMER
Play Odd one out. Write these groups on the board.
In pairs, students decide which one is different from
the rest of the group and say why.
apple, banana, orange, jam
chicken, burger, meat, fish
chips, biscuit, bread, cake
ice cream, butter, cheese, egg
orange juice, lemonade, strawberry, salad
Suggested answers
jam – all the others are unprocessed fruits
fish – all the others are types of meat
chips – it’s the only one that comes from a potato
egg – all the others are dairy products
salad – all the others have fruit in them
Then ask students to open their books and look at
the words in Key concepts and make some sentences
using these new words and the food items from the
Warmer, e.g. elicit from students what they think the
lesson is going to be about.
1 In pairs, students look at the different types of food and
drink and decide if they are healthy (H) or unhealthy (U)
options or it depends (D). Elicit answers from different
pairs around the class and ask students to explain the
reasons for their choices.
Suggested answers
1 apples H 2 breakfast cereals D 3 eggs D
4 chips U 5 orange juice D 6 burger D
2 Tell students to read about Reference Intake and then
look at the table and say what the total number of
calories for them is. Elicit what (g) stands for – grams.
3bReading Individually, students read and match A–D with
1–4. Check their answers.
Answers
A 3 B 1 C 2 D 4
4 Ask students to read texts A–D again and mark the
statements True (T) or False (F). Elicit answers from
students around the class.
Answers
1 T 2 T 3 F 4 T 5 F 6 T
5aIn pairs, students look at the food label and say if they
think it is healthy or unhealthy and give reasons for their
answer.
Answers
It is unhealthy. There are three red labels which means
stop and only one green label. It is high in fats and
sugars.
5bIn open class, students say if they think the food label
comes from a pizza packet or a chocolate bar and say
why.
Answers
It is from a chocolate bar. It contains a lot of sugar.
39 Tell students they are going to
6Listening
watch or listen to an interview with a teenager
about what he eats. Play the video or track
for students to watch or listen and say what they think
of his diet. Elicit students’ opinions from different
students around the class. See p166 for the videoscript/
audioscript for this exercise.
Answer
He has an unhealthy diet.
7
39 Play the video or track again for students to watch
or listen and answer the questions. Elicit answers from
students around the class.
Answers
1 sometimes cereal or two chocolate bars and lemonade
2 burger and chips or pizza and chips
3 It’s fast – his parents don’t have time to make him a
sandwich.
4 No, he knows it’s unhealthy.
5 No, it doesn’t. He will eat healthy food when he is
older.
8 SPEAKING Discuss in open class if the boy’s diet is typical
of teenagers in their country. Ask them to give reasons
for their opinions and point out the similarities and
differences.
3aAsk students to read the food label on a breakfast cereal
packet and say if they think it is healthy, unhealthy or in
the middle. Elicit students’ comments in open class and
encourage them to give reasons for their answers.
Answers
In the middle because the cereal is low in fats but high in
sugar and has quite a lot of salt.
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Home time
Extra Activity
Write these questions on the board.
What do you usually eat for breakfast?
And for lunch?
Do you realise that your diet is really healthy? The
food you eat has lots of ...
In pairs, students re-enact the interview with a
difference. This time the boy/girl chooses healthy
food options. Ask students to plan his/her answers
and practise their interview. Students could act out
their interviews in front of the class. You could record
students and play the interviews back for discussion.
TEACHER DEVELOPMENT: classroom tips
Using a video camera
Students learn a lot by watching themselves on video.
Most cameras can be connected directly to a television
for instant playback, analysis and discussion. You can
record the students, give the camera to your students or
let them produce a video with their own devices.
Playback is a time for positive critical analysis and
positive encouragement. Suggest or elicit alternative
ways to say something and helpful tips on body
language, but don’t correct them on every preposition!
You could consider making copies for students to take
away with them.
LIFE TASK
Tell students they are going to find out if they have
a healthy diet or not.
■ Step 1
Individually, students write an eating diary for
the last three days. Tell them to make a list of the
contents of their breakfast, lunch and dinner, plus
any other snacks.
■ Step 2
Next, students circle each type of food or drink
on their list in different colours. Green means it
hasn’t got much sugar, fat or salt. Amber means it’s
medium and Red means it’s got a lot.
■ Step 3
In pairs, students look at the colours in their eating
diary and say what the good and bad things are
about their diets. Encourage students to focus on
the green and red marks in their eating diaries and
see how they could swap some of the red marks for
healthy alternatives.
Listening p54
Following instructions for a simple recipe
WARMER
Write these present simple questions on the board in
a jumbled order. In pairs, students unscramble them
and take it in turns to ask each other the questions.
Explain the word recipe if necessary (instructions
for cooking or preparing food). Elicit answers from
different pairs in open class.
favourite What’s recipe your ?
cook you Can ?
Where recipes find you do ?
like you Do programmes food ?
Answers
What’s your favourite recipe?
Can you cook?
Where do you find recipes?
Do you like food programmes?
1 Students match the photos with the words.
Answers
a spoon b bowl c cake tin d food processor
2 Tell students they are going to listen to a food
programme. Ask them to look at the ingredients
necessary for today’s recipe and check they know what
all the ingredients are. Encourage students to guess
what they think the recipe is for.
40 Play the track for students to listen to the
3 Listening
programme and decide what the recipe is for and note
down the ingredients in the order they hear them. Ask
students to compare in pairs before you elicit answers
from students around the classroom. See pp166–167 for
the audioscript for this exercise.
Answers
The recipe is for strawberry cheesecake.
1 a (low-fat cream cheese) 2 d (honey) 3 c
(sugar) 4 e (biscuits) 5 b (butter) 6 f (strawberries)
40 Ask students to read the description of the
4a
recipe and find seven mistakes. Play the track again if
necessary.
4bStudents correct the mistakes. Ask different students
around the class to read out the correct sentences.
Answers
1 500 grams (not 300) of low-fat cream cheese.
2 You also need one spoonfuls (not two) of honey
3 and two (not one) of sugar.
4 You mix them together in a bowl. (not a cake tin)
5 You need 100 grams (not 50) of butter.
6 At the end you put strawberries (not strawberry jam)
on top.
7 In about 60 minutes (not 30) it’s ready to eat.
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Fast Finishers
Ask students to find words in the text in exercise
4a to match these definitions: the amount on one
spoon is a … (spoonful); mix two things together and
you get a … (mixture); the bottom of a cheesecake
is called the … (base). Ask students to share their
answers with the rest of the class for them to add to
their vocabulary list.
5 SPEAKING What about you? Ask students to discuss the
questions in pairs or small groups. In a less confident
class, ask students to write down their answers before
doing this as a speaking activity. Elicit answers and try to
develop a class discussion.
Extra Activity
Tell students they are going to have a dinner party.
Write the words starter, main course, dessert on the
board. In pairs, students think about what they are
going to cook and prepare a menu. Students can
swap their menus and vote on the best food ideas for
a dinner party.
Homework
Assign students page 37 in their Workbook or the
relevant sections of the Online Workbook.
Grammar in context pp54–55
Talking about food and drink using countable and
uncountable nouns and some, any, a/an
Test before you teach
Tell students you are having a special picnic and they can
only bring foods that are uncountable. Say I’m going on
a picnic and I’m bringing some rice. Then ask a student
to repeat the sentence and add another food item, e.g.
I’m going on a picnic and I’m bringing some rice and
some chocolate. If they say an uncountable noun, say:
Well done! You can come to my picnic. If they say a
countable noun, say: Sorry. You can’t come to my picnic.
If they seem familiar with countable and uncountable
nouns, go through the Grammar guide exercises quickly
with the class.
Countable and uncountable nouns
1 Ask students to look at the sentences and the word
in blue in each sentence. Ask them to decide if it
is possible to count the word or not and write C
(Countable) or U (Uncountable) next to the word. Check
their answers.
Answers
1 C 2 C 3 U, U 4 U 5 C
TEACHER DEVELOPMENT: language
Countable and uncountable nouns
Countable and uncountable nouns are often taught with
the topic of food. However, point out to your students
that they already know other uncountable nouns, e.g.
weather, homework, information, history, transport,
money, hair, furniture, advice.
Countable nouns are people or things (both abstract
and concrete), which can be counted and can be used in
both the singular and plural form, e.g. one banana, four
bananas.
Uncountable nouns generally refer to things that do not
naturally divide into separate units (i.e. can’t be easily
counted), have no plural form and are never used
with numbers. Many nouns can be countable or
uncountable, depending on whether we see them as
units or as a mass, e.g. glass (the material) is uncountable
and a glass (a container for drinks) is countable.
2 Students put the food and drink in the correct place.
Check their answers.
Answers
Countable: banana, biscuit, burger, chip, egg,
strawberry, tomato
Uncountable: bread, butter, honey, jam, lemonade,
meat, milk, orange juice, salt, sugar, water
3 SPEAKING In pairs, students look around the classroom and
try to find three countable and three uncountable nouns.
Elicit answers from students around the class.
Suggested answers
Countable: pencil, rubber, book
Uncountable: paper, rubbish, homework
some, any, a/an
Fast track
You could do exercises 4 and 5 as a class activity by
inviting different students to read out the sentences and
nominate another student to say the answer.
4 Ask students to look at the sentences and complete the
rules with some, any or a/an.
Answers
1 a/an 2 some 3 any
5 Students choose the correct alternative. Walk around,
helping students if necessary. Check their answers.
Answers
1 any 2 any 3 some 4 any 5 some 6 a
7 some
6 Ask students to look at the photo and decide if the
statements are True (T) or False (F). Elicit answers from
students around the class.
Answers
1 F 2 T 3 F 4 T 5 F 6 T
80
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Home time
7 Students complete the sentences about the picture in
exercise 6 with is, are, isn’t or aren’t and some, any, a or
an.
Answers
1 isn’t any 2 is some 3 are some 4 are some
5 is an 6 isn’t any 7 is some 8 aren’t any
8aStudents complete the dialogue with the correct form
of there is or there are and a, an or any. Ask students to
compare their answers in pairs.
Answers
a Is there a b there is c Is there any
d there is e Are there any f there aren’t
g Is there a h there is i Are there any j there are
41 Play the track for students to listen and check. See
8b
p167 for the audioscript for this exercise.
Developing speaking p56
Making and replying to offers
Fast track
You could ask students to complete exercise 1b at home
in preparation for the speaking activity.
WARMER
Play Tic-tac-toe to recycle vocabulary from the unit so
far.
■ Split the class into two teams: X and O.
■ Draw two tic-tac-toe grids on the board, side by
side. One grid for reference and one for actually
drawing noughts and crosses.
Extra Activity
In pairs, students practise saying the dialogue. Tell
them to pay attention to the rising intonation in
Yes/No questions.
8cSPEAKING In pairs, students ask and answer the questions
in exercise 8a. Remind them to give true answers about
their school. Then, in open class, elicit answers from
different students around the class.
TEACHER DEVELOPMENT: classroom tips
Error correction
A really important skill for language teachers is error
correction. It is important not to over-correct as this will
interrupt fluency-based activities and can make students
lose confidence. Not correcting, however, leads to
students developing bad habits and can negatively affect
their communicative abilities.
A key skill is to develop the ability to distinguish between
‘errors’ and ‘mistakes’. A mistake is a slip; you know the
correct thing to say, but you said the wrong thing by
accident. Mistakes are not critical to correct unless they
are repeated too often. Errors are when the student does
not know the correct form, term or usage.
It is then important to decide whether it is better to
correct errors on the spot, at the end of the activity or
later on in the lesson and then decide on an appropriate
correction technique.
If you correct on the spot it must be quick: you can ask
students to repeat the sentence again, echo the sentence
up to the error for students to finish, write the word on
the whiteboard and underline it, etc. As much as possible,
encourage self-correction. Alternatively, you can do
the error correction later (error correction makes a nice
transition between parts of the lesson). Write the errors on
the board in an anonymous way (change some of the words
if necessary) and elicit correct answers from the class.
Refer students to the Grammar reference on page 58 if
necessary.
Homework
Assign students page 38 in their Workbook or the
relevant sections of the Online Workbook.
watch
visit
offer
take
turn on
invite
put
play
drink
Write the verbs from today’s lesson in each square
(watch, visit, offer, take, turn on, invite, put, play,
drink).
■ Each team must make a grammatically correct
question with the verb to win a square, e.g. Do
you watch TV after school? Do you visit your
grandmother? Can I offer you a drink?, etc.
■ To keep the entire class focused, pick students at
random.
■
Offers
1aSPEAKING In pairs, students say what they can see in the
photo. Elicit answers in open class.
Suggested answer
There are two boys. They are sitting on the sofa in a
living room looking at a tablet.
1bIn pairs, students take it in turns to ask and answer the
questions. Elicit answers in open class.
42 Play the track for students to listen to the
2 Listening
people in the photo and say if the statements are True
(T) or False (F). Ask students to compare in pairs before
you check their answers. See p167 for the audioscript for
this exercise.
Answers
1 T 2 F 3 F 4 T 5 F
42 Play the track again for students to listen and
3a
complete the Useful expressions in the Making offers
section of the Speaking bank.
Answers
a put your coat in the cupboard/turn the computer
on b seat c a snack d some orange juice e help
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43 Play the track for students to listen, check and
3b
repeat. See p167 for the audioscript for this exercise.
TEACHER DEVELOPMENT: STUDENT TRAINING
Making and replying to offers
We often make offers in conversations in order to be
polite and helpful. Accepting offers is just as important,
or even more important than offering things. Students
should make sure they thank the person and, if they
don’t want to accept an offer, be sure to politely refuse.
Offering an excuse is also a good idea.
We use these expressions for making offers:
Can I … ?
Shall I … ?
Would you like … ?
How about ... ?
Remind students that Shall I …? and Can I …? are
followed by the verb without to.
Can I put it on the table?
Shall I take your coat?
Shall is more formal than can.
Would you like …? is followed either by a noun, or by the
verb with to.
Would you like a biscuit/to drink some lemonade?
Point out to students that we always use some words
when offering someone something.
4 Students complete the dialogue with what Holly says
to Olivia. Ask students to compare in pairs before you
check their answers.
Answers
a 2 b 5 c 4 d 3 e 1
Exam success Students say if it is important, in this
kind of exercise, to read the whole, complete dialogue
when they finish. Tell them to turn to page 151 (Use of
English: Completing the dialogue) and compare their
ideas.
Practice makes perfecT
5aSPEAKING Divide the class into pairs, A and B. Ask students
to read the situation: Student A is at home and a
friend comes to visit him/her. Student B visits his/her
partner’s house to play computer games. Tell students to
prepare a dialogue including two offers. Remind them
to use expressions to make and reply to offers from the
Speaking bank.
5bAsk students to practise the dialogue. Walk round,
checking students are on task and making sure students
are speaking English to each other.
5cStudents act out their dialogues for the class.
GAA1+TB_02_notes.indd 82
Homework
Assign students page 39 in their Workbook or the
relevant sections of the Online Workbook.
Developing writing p57
Fast track
Students practise saying the dialogue in pairs.
Unit 4
A: Hello, Come in!
B: Hi! Thanks. What a cool T-shirt.
A: Thanks. Shall I take your jacket and bag?
A: Yeah, sure. Thanks.
B: Can I put it here on the sofa?
A: Yes, thanks. But be careful because I’ve got my
mobile phone in there.
B: Let’s go to the living room and play video games.
A: Great. We can watch TV later.
B: Have a seat.
A: Cheers.
B: Are you hungry? Would you like a snack?
A: No thanks, I’m fine.
B: Would you like anything to drink?
A: Yes, please. Have you got any lemonade?
B: No, sorry. I don’t think I have. How about some
orange juice?
A: Yes, that’d be great. I’m really thirsty. Shall I turn the
computer on while you go and get it?
B: OK. Thanks.
Writing a description of a place
Fast Finishers
82
Model dialogue
You could ask students to do exercise 2 at home and
check their answer at the start of the lesson. Alternatively,
you could set the writing task in exercise 7 as homework.
WARMER
Play Snowman with words to revise vocabulary from
the previous lessons. Divide the class into two teams,
A and B. Team A chooses a word or phrase from a
previous lesson and one student draws a part of the
snowman’s form on the board for each letter. Team
B says a letter and the student either writes the
letter on the correct line or draws one part of the
snowman. If the drawing is completed in ten steps
before the word is guessed, Team A are the winners.
Repeat the process with Team B guessing the word.
A description of a place
1aSPEAKING In pairs, students imagine their dream bedroom
and the objects they would like to have in it. Ask
students to look at the objects and give each one a mark
from 0 to 5 (0 = I don’t want it, 5 = I really want it). Elicit
marks from different students around the class.
This page is taken from Gateway 2nd Edition A1+ Teacher’s Book. It is photocopiable and may be used within class.
© Macmillan Publishers Limited 2016
7/12/2015 2:43:00 PM
Home time
1bAsk students if there any other objects they would like
and elicit which ones.
2 Reading Ask students to read the three teenagers’
descriptions of their dream bedrooms and decide who
wants the bedroom in the picture. Set a time limit of two
minutes to encourage students to read quickly. Elicit the
answer.
Answer
Charlie
3 SPEAKING In pairs, students take turns to tell each other
which bedroom they like and which one they don’t like
and explain their decisions. Draw students’ attention to
the model dialogue.
4 Ask students to look at the texts again and write a
list of adjectives that appear in the descriptions, as in
the example. Remind students that adjectives help
us to write interesting descriptions and point out that
adjectives don’t have a singular and plural form, e.g. we
don’t add a final -s to an adjective. Check their answers.
Answers
pink, dream, old, big, happy, relaxed, favourite, cool,
comfortable, enormous, cold, hot, great
Model text
My ideal bedroom is very big and has got blue walls. On
the walls, I’ve got some big and colourful paintings and
lots of shelves for my books. There’s always music in my
room and I’ve got a huge piano. When my friends come
and visit me we play music for hours. I’ve got a really
comfortable sofa and bed. Next to my bed, there’s a big
desk where I do my homework. In front of the desk, there
a big TV and a games console. When my friends come,
we play video games there. There’s also a cold drinks
machine. My bedroom has got enormous windows and a
great view of a big park.
Extra Activity
Students could swap texts and use your marking
guide to correct each other’s texts. Students then
write a clean version for homework.
Homework
Assign students page 40 in their Workbook or the
relevant sections of the Online Workbook.
5 Ask students to look at the Writing bank and the texts
in exercise 2 and choose the correct alternatives in the
rules for word order. Check their answers.
Answers
before, after, before, after
6 Students say if the word order is correct in the
sentences. Ask them to correct any mistakes.
Answers
1 The walls are red and there are big and colourful
paintings.
2 I sometimes write stories and songs in my bedroom.
3 correct
4 correct
5 My friends are often at my house.
6 I’ve got a beautiful desk next to the window.
Practice makes perfecT
7aAsk students to read the task and make a plan with ideas
for an article about their ideal bedroom. Remind them
to include information about furniture and other objects.
Tell them to plan what they are going to write and to
follow the advice in the Writing bank on page 156.
7bStudents write their article. Remind them to check the
word order in their description. Less confident students
can model their texts on one of the descriptions in
exercise 2.
This page is taken from Gateway 2nd Edition A1+ Teacher’s Book. It is photocopiable and may be used within class.
© Macmillan Publishers Limited 2016
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Unit 4
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Language checkpoint: Unit 4
Fast track
The extra support provided on the Grammar and
Vocabulary reference sections makes the Grammar
and Vocabulary revision sections ideal for setting
for homework. You could get students to complete
the whole revision page or just certain exercises for
homework.
Grammar revision p59 There is/There are
1 Students choose the correct alternative.
Answers
1 are 2 aren’t 3 aren’t 4 is 5 isn’t 6 Are
Prepositions of place
2 Students complete the sentences with a preposition.
Answers
Vocabulary revision p59 ROOMS
1 Students put the letters in the correct order to make
rooms.
Answers
1 kitchen 2 bedroom 3 dining room 4 hall
5 bathroom
FURNITURE
2 Students write the names of the objects.
Answers
1 radiator 2 sink 3 cupboard 4 wardrobe
5 fridge 6 bath 7 shelf
FOOD AND DRINK
3 Students complete the words.
Answers
1 tea 2 jam 3 butter 4 salad 5 salt 6 sugar
7 ice cream
1 next to 2 in front of 3 under 4 on 5 above
Homework
Countable and uncountable nouns
Assign students page 41 in their Workbook or the
relevant sections of the Online Workbook.
3 Students write C (countable) or U (uncountable) after
each word.
Answers
1 U 2 U 3 C 4 U 5 C 6 U 7 C 8 C
some, any, a/an
4 Students complete the sentences with some, any, a or
an.
Answers
1 any 2 any 3 an 4 some 5 any 6 a
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Gateway to exams: Units 3–4
1–2
Reading p60
➤ TIP FOR READING EXAMS
Elicit why it is important to read the whole text first
before answering specific questions. Ask students to
read the tip and look at Exam Success on page 151
for more ideas.
1 Reading Students read the interview with a teenage girl
and say what her favourite free-time activity is and why
the book The Hunger Games is special for her.
Use of English p61
➤ TIP FOR use of english
Students read the tip for choosing the correct
responses in dialogues. Remind them that it’s very
important that the response is grammatically correct
and logical. Ask them to turn to Exam Success on
page 151 for more ideas.
6 Ask students to choose the correct responses to
complete the dialogue.
Answers
Answers
Her free-time activity is collecting books.
The book is special because it’s a first edition, it’s got the
author’s signature and she loves the story.
1 A 2 F 3 B 4 E
2 Students read the text again and match the questions
with the correct part of the text.
Answers
1 d 2 b 3 e 4 a 5 f 6 c
3 SPEAKING What about you? In pairs, students spend a
few minutes discussing the questions, then ask different
students to share their answers with the class.
Writing p60
➤ TIP FOR writing EXAMS
Ask students to read the tip about writing a short
note and look at Exam Success on page 151 for more
tips.
4 Ask students to look at the notice from a school notice
board and elicit who the notice is from and what three
pieces of information they want.
Answers
It’s from Stephanie in class 2B.
She wants to know: 1 Which day or days does the school
Book Club meet? 2 Where are the meetings? 3 What
exactly does the club do when it meets?
5 Students write a reply to Stephanie’s note. Remind them
to give all the necessary information and invent details.
For less confident classes, photocopy the model text
below and let students read it before they start.
Model text
Hi Stephanie,
My name’s Jo. I’m in class 2C and I’m a member of the
school Book Club. We meet on the first Tuesday of every
month at five o’clock. We don’t meet in the school library
because students study there. But Room 14 is quiet and it’s
free then, so we meet there. Mr Jackson is in charge of the
Club. He gives us a book to read, but we can choose and
vote for a different book if we want. We read sci-fi, fantasy
and contemporary books for teenagers. They are really
good! Come to the club next Tuesday and see what we do!
See you,
Jo
Listening p61
➤ TIP FOR listening EXAMS
Elicit from students what they should remember
to do in True/False/Not Mentioned activities. Ask
students to read the tip to compare their ideas and
then look at Exam Success on page 151 for more
ideas.
44 Tell students they are going to listen to a
7 Listening
man called Mike answering questions about where he
lives. Ask students to read the questions. Play the track
for students to listen and say if the sentences are True
(T), False (F) or the information is Not Mentioned (NM).
See p167 for the audioscript for this exercise.
Answers
1 T 2 NM 3 T 4 T 5 NM 6 T 7 F 8 T
8 SPEAKING What about you? In pairs, students discuss if
they would like to live in this place and say why or why
not. Elicit opinions from different students around the
class.
Homework
Assign students pages 42–43 in their Workbook or
the relevant sections of the Online Workbook.
‘Can Do’ Progress Check p61
1 Ask students to read the ‘can do’ statements and
reflect on their own ability. Students mark from
1–4 how well they can do each thing in English.
2 Ask students to look at their marks and decide
what they need to do to improve. Elicit ideas from
students around the class.
This page is taken from Gateway 2nd Edition A1+ Teacher’s Book. It is photocopiable and may be used within class.
© Macmillan Publishers Limited 2016
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Gateway to exams: Units 3–4
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